This article illustrates the findings on multilingualism related to the educational sphere in the city of Rome, within the scope and theoretical framework of the international project LUCIDE (Languages in Urban Communities--Integration and Diversity for Europe). Particularly, it describes the type of linguistic and cultural support offered to plurilingual citizens and the language teaching practices that have emerged from the study of the University of Rome "Foro Italico" Unit, as presented in the Rome city report (Evangelisti, et al., 2014; Menghini, 2015). The symbolic and pragmatic uses of languages, their status, and their visibility in educational practices are particularly highlighted, as part of the challenges related to the city authorities' approach to multilingualism, particularly for the educational field. The role of public and private institutions, and their interaction in language learning practices and in the educational support for plurilinguals and foreigners in Rome are investigated and considered in light of the national language and education policies and guidelines. The article's conclusions indicate some possible steps for improvement in educational practices at city level, to better support plurilingual citizens and to effectively face the challenges of multilingualism.